Cambridge O Level

HISTORY 2147/22
Paper 2 May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 14 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Question Answer Marks

Option A: Nineteenth Century Topic

1 Study Sources A and B. 7

How far do these two sources agree? Explain your answer using
details of the sources.

Level 4 6–7
Agreement and disagreement of detail or sub-messages

Level 3 3–5
Agreement or disagreement of detail or sub-messages

Agreements: Papacy a block to unification, local loyalties were a block,

Austria in control of much of Italy, Austria a barrier to unification, Italians
were slow to accept idea of Italy/political ideas/unity

Disagreements: biggest barrier to unification was in A slowness of Italians

to accept idea of united Italy, in B Austria; in A foreign rule was welcomed,
in B it was not; in A France was regarded as a possible ally, in B it was not.

Level 2 2
Identifies information that is in one source but not in the other or states that
the sources are about the same subject. OR
Compares the provenance of the sources

Level 1 1
Writes about the sources but makes no valid comparison.

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

2 Study Sources C and D. 8

How far does Source D prove that Charles Albert was lying in Source
C? Explain your answer using details of the sources and your
knowledge.

Level 5 7–8
Compares the sources and evaluates one of them

Level 4 6
Evaluates C but no valid use of D

Level 3 3–5
Answers based on agreements/disagreements

Level 2 2
Interprets the source(s) in a valid way but fails to make valid comparison OR
undeveloped use of provenance used to answer the question

Level 1 1
Identifies lying in C – no valid explanation

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

3 Study Source E. 8

Why did Mazzini write this letter at this time? Explain your answer
using details of the source and your knowledge.

Level 6 7–8
Mazzini’s state of mind in specific content, e.g. Explains Mazzini’s frustration
at the resurgence of the Austrians

Level 5 6
State of mind with general context

Level 4 5
Specific context
Context: Mazzini arrived in Milan in April where the population had risen up
and expelled the Austrians. He then left (because of lack of support for a
Republic) and joined Garibaldi. Charles Albert tried to exploit the situation in
Milan to lead an anti-Austrian war. It was a disaster with many nationalists
highly suspicious of his motives. In Rome in November liberals
demonstrated for reforms and a declaration of war against the Austrians,
and the Pope fled on 24 November. On 29 a Constitutional Assembly was
formed. Mazzini didn’t reach Rome until February when the Republic was
declared.

Level 3 3–4
Explains general context only (e.g. struggle for Italian unity) – fails to explain
message of source OR
Explains a valid sub-message/Mazzini’s frustration

Level 2 2
Interprets source or describes the context – but not used as a reason for
writing

Level 1 1
Surface descriptions of the source e.g. he wrote this letter to say that they
were prepared to be defeated one by one.

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

4 Study Sources F and G. 8

How similar are these two cartoons? Explain your answer using details
of the source and your knowledge.

Level 6 8
Compares points of views of cartoonists – both in favour (could be implied
through pessimism)

Level 5 6–7
Similarities and differences of the sources.

Level 4 4–5
Similarities or differences of interpretation, e.g. Italy is not free; there is not
much hope for Italy in either source; in F there is hope, in G there is none;
the Austrians were oppressors in both

Level 3 3
Interprets one or both sources but no valid comparison

Level 2 2
Comparison of surface details/provenance

Level 1 1
Surface descriptions of one or both the sources – there will not be a
comparison

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

5 Study Source H. 7

Are you surprised by this source? Explain your answer using details
of the source and your knowledge.

Level 6 6–7
Uses contextual knowledge or cross reference to explain reasons for not
being surprised by Pope’s overall attitude

Level 5 5
Uses contextual knowledge or cross reference to explain reasons for being
surprised by Pope’s overall attitude.

Context: Pope Pius was initially seen as a reformer and introduced some
reforms after his election in 1846 but then turned against the liberals and
nationalists and in 1848 refused to support the war against Austria. He was
forced to flee Rome.
In 1860 the papal army was defeated by Victor Emmanuel who took most of
the Papal territories except the central part of the Papal States with Rome.
In November 1860 Garibaldi and Victor Emmanuel rode together and
victorious into Naples. Garibaldi had already proclaimed Victor as King of
Italy.

Level 4 4
Uses contextual knowledge or cross reference to explain reasons for being
surprised/not surprised by details in Source H.

Level 3 3
Assertions based on everyday empathy (probably internal to the source)

Level 2 2
Valid analysis of source but fails to state whether surprised or not OR
identifies what is surprising but no valid explanation

Level 1 1
Writes about source but fails to address the question

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

6 Study all the sources. 12

How far do these sources provide convincing evidence that Austria

was the most important obstacle to Italian unification? Use the
sources to explain your answer.

Award up to 2 bonus marks for evaluation of sources (no more than 1 per
source).

Source use must be referenced to a source by letter, by provenance or by

direct quote. There must be examples from source content. There must be
an explanation of how this supports/does not support the statement.

Use a  in the margin for each source use in support of the statement and
a x for each source use rejecting the statement.

: B C D F G
x: ADEGH

Level 3 7–10
Uses sources to support and reject the statement

Level 2 4–6
Uses sources to support or reject the statement

Level 1 1–3
No valid source use

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

Option B: Twentieth Century Topic

1 Study Sources A and B. 7

How far do these two sources agree? Explain your answer using
details of the sources.

Level 4 6–7
Agreement and disagreement of detail or sub-messages

Level 3 3–5
Agreement or disagreement of detail or sub-messages

Agreements:
Germany did not like the Treaty.
The British thought it was too harsh/British were sympathetic towards
Germany.
Germany came out of it stronger.
Germany lost territory.
It was not the terms that were the real problem.
The Treaty was not too harsh/it was fair/Germany was not harmed.

Disagreements:
Source A claims Germany was made stronger by splintering of the Austrian
and Russian empires, but Source B says it was made stronger by the
creation of Poland.
Source A claims it had flaws, but Source B implies it was as good as could
be achieved.
In Source A the real problem for Germany was the atmosphere in which the
Treaty was presented while in Source B the real problem for Germany was
the defeat.
In Source A the Treaty doesn’t last because it contained contradictions/was
too harsh for the British, while in Source B it was because of European
statesmen.
In Source A the treaties are to blame for no lasting settlement (because of
contradictions), in Source B they cannot be blamed for no lasting peace.

Level 2 2
Identifies information that is in one source but not in the other or states that
the sources are about the same subject OR
Compares the provenance of the sources

Level 1 1
Writes about the sources but makes no valid comparison

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

2 Study Source C. 7

What is the cartoonist’s message? Explain your answer using details

of the source and your knowledge.

Level 5 7
Explains the point of view of cartoonist – the cartoonist approves of the
harsh treatment of Germany

Level 4 6
Explains big message – Germany was being punished harshly in the
Treaty/something nasty was going to be done to Germany by the Treaty

Level 3 3–5
Sub-message(s) explained – the Treaty was a diktat, peace discussions
were going on, Germany is worried about/does not like the peace
discussions, Germany was being punished, the Allies have all the power,
OR
Argues the cartoonist disapproves of what is happening to Germany (only
award 3–4 for answers that say the cartoonist disapproves)

Level 2 2
Plausible misinterpretations, e.g. Germany is being let of lightly

Level 1 1
Surface description of the source

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

3 Study Sources D and E. 8

Does Source D make Source E surprising? Explain your answer using

details of the sources and your knowledge.

Level 5 7–8
Compares the sources and contextually evaluates one of them

Level 4 6
Evaluates E but no valid use of D, e.g. purpose of E in context

Level 3 3–5
Answers based on agreements/disagreements

Agreements include:
Germany is suffering, Germany is making a fuss about the Treaty.

Disagreements include:
D – Germany is being punished fairly/the punishment should be harsher/the
punishment is justified;
E – the Treaty is a disgrace and not justified/Germany is being punished too
harshly.

Award 3 if based on agreement, 4–5 if based on disagreements (if

provenance used to argue not surprised by disagreement award 5)

Level 2 2
Answers based on undeveloped provenance, no valid use of content, e.g. D
does not make E surprising because one is British, and one is German.

Level 1 1
Identifies something in E that is surprising – no valid explanation

Level 0 0
No evidence submitted, or response does not address the question, i.e.
does not address surprise.

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Question Answer Marks

4 Study Source F. 8

Why did Lloyd George make this speech at this time? Explain your
answer using details of the source and your knowledge.

Level 6 8
Explains purpose in context

Context: The Treaty was signed in June 1919 so Lloyd George is trying to
persuade Parliament to support it. In the general election of December 1918
he had promised to make Germany pay but by the summer of 1919 Lloyd
George was worried the Treaty was too harsh. However, he still had to sell
the Treaty to MPs and the public, many of whom had wanted Germany
harshly punished (they wanted Germany ‘to pay’).

Level 5 6–7
Explains the purpose of the speech (must have intended impact on
behaviour of audience), e.g. to persuade Parliament to support the Treaty.

Level 4 5
Explains the big message – the Treaty is a good one because it has
properly punished Germany

Level 3 3–4
Explains context only – fails to explain message or purpose of the source
OR
Explains a valid sub-message

Level 2 2
Interprets the source, e.g. he is telling them how good the Treaty is OR
Describes the context – but not used as a reason for the speech

Level 1 1
Surface descriptions of the source, e.g. he made this speech to tell people
that they have established guarantees

Level 0 0
No evidence submitted, or response does not address the question

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Question Answer Marks

5 Study Source G. 8

How useful would this cartoon be to a historian studying the peace

treaties? Explain your answer using details of the source and your
knowledge.

Level 7 8
Explains how the source is useful as evidence of British support for the
harshness of the peace treaties (can be just Versailles)

Level 6 7
Contextual evaluation – uses contextual knowledge/cross reference to
question whether Germany was really punished harshly, OR to confirm that
German was punished harshly

Level 5 6
Answers based on big message – the source is useful because it tells us
that Germany was punished harshly and its allies were also going to be
punished harshly

Level 4 4–5
Answers based on sub-messages (inferences), e.g. Germany was punished
before Austria-Hungary, Germany was punished harshly, Turkey was
worried about the peace treaties.

Level 3 3
Explains what the source does not tell us – must be specific knowledge
about what is missing OR
Rejects the source because it is British/it is biased/it is just a cartoon or
asserts it is useful for British point of view.

Level 2 2
Uses source for surface information, e.g. All three countries wore hats to the
dentist

Level 1 1
Unsupported assertions/misinterpretations/undeveloped use of provenance

Level 0 0
No evidence submitted, or response does not address the question, e.g.
fails to address ‘useful’

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Question Answer Marks

6 Study all the sources. 12

How far do these sources provide convincing evidence that Germany

was treated unfairly in the Treaty of Versailles? Use the sources to
explain your answer.

Award up to 2 bonus marks for evaluation of sources (no more than 1 per
source).

Source use must be referenced to a source by letter, by provenance or by

direct quote. There must be examples from source content. There must be
an explanation of how this supports/does not support the statement.

Use a in the margin for each source use in support of the statement and a
cross x for each source use rejecting the statement.

: A B C E G
x : A B C D F G

Level 3 7–10
Uses sources to support and reject the statement

Level 2 4–6
Uses sources to support or reject the statement

Level 1 1–3
No valid source use

Level 0 0
No evidence submitted, or response does not address the question

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